三階診斷評量應用在工科學生化學特性解釋之內容分析

Content Analysis of Three-tier Diagnostic Assessment for Engineering Students' Explanation of Chemistry Properties

本研究目的旨在應用三階診斷工具中學生的回應理由進行內容分析，探究學生以分子微粒層次解釋化學物質狀態、溫度、壓力和體積等之概念回應理解。研究對象來自校內外選修普通化學之四技工科學生做為施測對象。統計分析結果敘述如下四點：(1)本研究發展之三階診斷工具難易適中、鑑別度佳且信效度良好；(2)學生對於化學物質分子微粒特性的示性解釋容易產生迷思概念，因而導致成就測驗分數偏低；(3)學生選擇的答案多數無法提供化學物質分子微粒特性的科學概念解釋；(4)學生選擇的不正確答案，推論出不正確的化學物質分子微粒特性。透過三階診斷工具內容分析發現，工科學生對此種微粒特性的高層次科學概念問題回答時易出現瓶頸。因此，本研究建議進行化學教學時，應針對分子微粒層次提供詳細的解釋觀，以提昇學生學習深度。

The purposes of this study focused on the application of content analysis method. To analyze and understand the conceptive responses of molecular level which could interpret the states of matter, temperature, pressure and volume for students by three-tier diagnostic tool in chemistry equilibrium. All participants were surveyed in this study that took general chemistry courses and recruited from college engineering students of four different departments and universities. Accordingly, this research accounted for four required static results: (1) to develop a three-tier diagnostic tool with high quality; (2) to reveal low achievement tests by misconceptions or alternations as students' explanation of molecular particulate; (3) to choice the answers of scientific conceptions that students didn't provide the reasons of particulate behavior; (4) to deduce the incorrect reasons of particulate behavior answering from incorrect responses. In general, chemical applications of three-tier diagnostic tool in content analysis for molecular particulate properties could find engineering students' lagging problems of advanced conceptual learning. This study offers a detail idea for explanation of molecular particulate properties to upgrade students' learning achievement in chemistry teaching.